THE STATUS OF ICT IN EDUCATION IN SOUTH AFRICA AND...

THE STATUS OF ICT IN EDUCATION IN SOUTH AFRICA

AND THE WAY FORWARD

I A Meyer

P R Gent

Draft

23 August 2016

© NECT.org.za, 2016. Internal Document, not for public dissemination

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Editorial Contact

Please submit errata, edits and corrections to the document to Isabel Meyer,

[email protected].

Copyright

All content © 2016 NECT. All images © NECT except where otherwise specified. Content may be cited

verbatim for a limited number of paragraphs for academic purposes. Please contact the author for permission

if you wish to cite extensively.

Acknowledgements

The authors appreciate the contributions made by all those who enabled the production of this document. We

would like to thank the authors of the key source documents used to produce this paper – specifically, Alan

Amory, John Ostrowick, and the ICT4RED team at the CSIR’s Meraka Institute – as well as the participants

who contributed through interviews, discussions, and surveys, and thus informed the views that are reflected

here.

mailto:[email protected]


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CONTENTS

ABBREVIATIONS ......................................................................................................................................................... V

FOREWORD ............................................................................................................................................................... VI

EXECUTIVE SUMMARY ................................................................................................................................................ 1

1 INTRODUCTION .................................................................................................................................................. 2

2 THE ROLE OF TECHNOLOGY IN EDUCATION ........................................................................................................ 3

2.1 WHAT IS THE ROLE OF TECHNOLOGY IN TEACHING AND LEARNING? .................................................................................. 3

Overview .................................................................................................................................................................... 3

Implication ................................................................................................................................................................. 4

2.2 WHAT IS THE ROLE OF TECHNOLOGY IN EDUCATION MANAGEMENT? ................................................................................ 5

Some perspectives ...................................................................................................................................................... 5

Implication ................................................................................................................................................................. 5

3 BEST PRACTICE AND CRITICAL SUCCESS FACTORS .............................................................................................. 5

3.1 COORDINATING DIFFERENT LEVELS OF THE SYSTEM FOR SUCCESS ...................................................................................... 5

3.2 SUMMARY .......................................................................................................................................................... 11

4 WHERE ARE WE NOW? ..................................................................................................................................... 12

4.1 CURRENT SOUTH AFRICAN STRATEGY AND POLICY ....................................................................................................... 12

4.2 CURRENT PRACTICE ............................................................................................................................................... 13

A framework for interpretation................................................................................................................................ 13

What is the local status? .......................................................................................................................................... 15

What is the implication? .......................................................................................................................................... 20

5 PATHWAY TO PROGRESS .................................................................................................................................. 22

5.1 WHERE WOULD WE LIKE TO BE? .............................................................................................................................. 22

5.2 ICT IN SUPPORT OF TEACHING AND LEARNING: A PHASED APPROACH .............................................................................. 23

5.3 WHAT TO STOP, START, CONTINUE .......................................................................................................................... 24

5.3.1 Vision, policy, planning, and implementation ............................................................................................. 25

5.3.2 Professional development ........................................................................................................................... 26

5.3.3 Pedagogy and curriculum content .............................................................................................................. 27

5.3.4 Assessment ................................................................................................................................................. 27

5.3.5 ICT and Management & Administration ..................................................................................................... 28

5.3.6 Change management .................................................................................................................................. 29

5.3.7 Sharing research and innovative practices ................................................................................................. 29

5.4 HOW TO MEASURE PROGRESS? ............................................................................................................................... 30

6 CONCLUSION AND SUMMARY .......................................................................................................................... 32

REFERENCES ............................................................................................................................................................. 34

APPENDIX A : MODELS OF TECHNOLOGY IN EDUCATION ..................................................................................... 35

BLOOM’S TAXONOMY......................................................................................................................................................... 35

THE TPACK FRAMEWORK ................................................................................................................................................... 35

NIMB FRAMEWORK .......................................................................................................................................................... 36

UNESCO FRAMEWORK ...................................................................................................................................................... 38

APPENDIX B: DIMENSIONS OF ICT IN EDUCATION .................................................................................................... 39

APPENDIX C: SUMMARY OF SOME FINDINGS OF THE E-LEARNING REPORT ............................................................. 41


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C.1 SUMMARY OF FINDINGS ......................................................................................................................................... 41

C.2 CONCERNS AND RECOMMENDATIONS, AS PER ICT DIMENSIONS ..................................................................................... 42

Vision, policy, planning ............................................................................................................................................ 42

Curriculum and content ............................................................................................................................................ 42

Pedagogy ................................................................................................................................................................. 42

Change management: .............................................................................................................................................. 43

Change readiness, management and leadership ..................................................................................................... 43

ICT ............................................................................................................................................................................ 45

Management and systems ....................................................................................................................................... 46

Teacher professional development .......................................................................................................................... 46

Change management: .............................................................................................................................................. 47

APPENDIX D: PRINCIPLES FOR DESIGN NATIONAL ICT INFRASTRUCTURE ................................................................. 48


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ABBREVIATIONS

3M micro, meso, macro

BYOD bring your own device

CSIR Council for Scientific and Industrial Research

DBE Department of Basic Education

ICT information and communications technology (refers to hardware and connectivity)

ICT4E ICT for Education

ICT4RED ICT for Rural Education Development

ICT-CFT ICT Competency Framework for Teachers

NECT National Education Collaboration Trust

NGO non-governmental organisation

NIMB Notions of learning, ICT in Education, Model for learning design, and Bloom’s modified

taxonomy framework

PED provincial education department

SA-SAMS South African School Administration and Management System

TPD teacher professional development

UNESCO United Nations Educational, Scientific and Cultural Organisation


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FOREWORD

The National Education Collaboration Trust (NECT) is based on the principle that collaboration and focused

effort by important role players increases the power of the nation to secure the changes that are urgently

required to deliver good education to all children.

This project was initiated by the NECT to define the most effective approach to leveraging ICTs so as to

improve learner outcomes and overcome some challenges that are known to exist in Basic Education. These

challenges are identified in the DBE’s Action Plan, the National Development Plan, and the White Paper on

e-Education of 2004, and include:

Identifying which teachers are in need of pedagogic assistance;

Assessing educational outcomes objectively and on time;

Giving teachers and learners new, 21st-century skills;

Giving access to online communities of practice, and online content;

Making learning more learner-focused, fresh, novel, and fun;

Enabling self-learning and discovery;

Promoting critical thinking and exposure to new ideas;

Reducing administrative burdens, e.g. marking tests, reporting absences.

A study that examined at least 22 existing initiatives distilled the common wisdom and lessons learnt from

those initiatives, as well as the findings of over 50 local and international studies. The study culminated in a

number of recommendations, focusing on a value chain of 14 elements, to improve the impact of ICT in

Education.

Concurrently, similar work has been done in other initiatives to examine similar questions. This report is

intended to reflect on work done across a number of studies, including the NECT study referred to above,

and to use the learning to define the status of ICT in Education in South Africa. It outlines the role of ICT in

Education, reflects on best practice as well as on the current local status of ICT in Education, and then

proceeds to define a desired status, as well as pathways to progress and appropriate practice. The latter

two aspects were partly informed by the opinions of local practitioners in the field. This reflection on the

status is intended to provide policy makers and practitioners with a baseline from which to influence the

state of practice in the long run.

The NECT thanks everybody who shared their knowledge and experience in order to make this report

possible, and particularly the DBE for its ongoing involvement and support.

Godwin Khosa

CEO

National Education Collaboration Trust

23 August 2016


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EXECUTIVE SUMMARY This document reflects on the status of information and communication technology (ICT) in

education in South Africa, with the purpose of providing a baseline from which changes can

be initiated, and progress measured. It integrates work done in a previous NECT study on

existing e-Education initiatives (Ostrowick, 2016), work done by SAIDE to reflect on ICT in

Education (Amory et al, 2015) and work done by the Council for Scientific and Industrial

Research (CSIR) to inform provincial strategies for ICT in Education (Marais et al, 2016).

The key message of the report is as follows:

The role of technology in Education

ICT is relevant within education as a means of supporting a process of teaching and learning, and is best

employed in support of a value creation process. It is not a focus in itself. In addition, technology has a

separate and distinct role in enabling the business and administration of education.

Best practice and critical success factors

International best practice is to use technology as an enabler of the education process. Pedagogy and

the role of the teacher are central. Critical success factors include that solutions must be tailored to the

readiness of schools to adopt technology (there is no ‘one-size-fits-all’), and must be designed with

cognisance of resource constraints, and requirements for successful handover. A holistic view is

essential, and must incorporate multiple dimensions in creating solutions, include multiple role players,

and cater to multiple levels within the education system. Merely providing computer hardware and

software is guaranteed to fail.

The current status

While strategy and policy exists, implementation is slow and capacity is limited. Objectives are not clear,

and a strategy that is integrated across the system is lacking. Access to technology is limited and

unequal across provinces and quintiles. In the absence of clear, integrative provincial strategies,

progress is fragmented and driven by solution providers. Solutions are not cognisant of resource

constraints. Significant room for improvement exists on seven different dimensions of the education

system. System-wide change management needs to be prioritised, and ICT-enabled assessment needs

consideration.

Pathways to progress

For long-term sustainability, the capacity of the education system to integrate ICTs in support of

education needs to be developed. The focus should shift from learner performance to capacity

development. A phased approach, with appropriate interim targets, needs to be taken. Progress should

be measured against multiple criteria, and the focus should be on measuring the capacity of the system

to integrate technology, and the capacity of teachers to incorporate technology into the process of

teaching and learning. The following initiatives are key to making progress: ensuring strategic

alignment for ICT integration at all levels of the education system; increasing the focus on pedagogy in


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ICT initiatives; developing the skills, confidence and desire of teachers to integrate ICTs into teaching

and learning; and focusing on sustainable interventions: moving from pilots to integrated solutions.

1 INTRODUCTION

The introduction of information and communications technology (ICT) in South African

Education has been undertaken by various role players, often in a fragmented manner. The

organisations involved in these initiatives range from non-governmental organisations (NGOs)

and solution providers to research institutions, and provincial and national Departments of

Education. While the Departments of Education mostly are (or should be) the long-term

custodians of such efforts, a clear integrative strategic direction is often lacking. The recent

Operation Phakisa initiative developed a national vision for ICT in Education, and defined six

pillars around which this vision will be executed. The initiative is in its planning stages, and

impact and execution still need to follow. This dual bottom-up and top-down approach,

combined with the involvement of multiple role players and diverse objectives, leads to

varying performance of the role of ICTs in Education.

The purpose of this document is to describe the current status of ICT in Education in South

Africa, with the aim of providing a baseline from which future activities could be influenced.

To this end, three sources of information were integrated, namely:

1. A study of Existing e-Education initiatives (Ostrowick, 2016)

An NECT report aimed at providing a model to integrate ICTs into content delivery,

pedagogy, and infrastructure, based on research to assess the solutions that are

available in the country and elsewhere.

2. Rapid research on the use of ICT in Education (Amory et al, 2015)

Desktop research to enhance understanding of the role of ICT in Education, in support

of Operation Phakisa.

3. Research by the CSIR

Research, reported in various documents, on the rollout of e-Education initiatives in

the Eastern Cape and elsewhere, and reflections on current strategic approaches in

Information and Communication Technology for Education (ICT4E) in South Africa.

In combination, the above research provides recent insights into the use of ICT in Education.

It has a local as well as international perspective, and is rooted in theory as well as practice.

As such, it was considered a valid basis from which to define the status of ICT in Education in

South Africa. Where relevant, the report is informed by the United Nations Educational,

Scientific and Cultural Organisation (UNESCO) ICT Competency Framework for Teachers (ICT-

CFT) (UNESCO, 2011).


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This document reflects an integration of the above sources, augmented with interviews with

local practitioners, where necessary. It is structured as follows: section 2 defines the role of

technology in teaching, as a basis from which to position the objectives of ICT initiatives in this

field. Section 3 reflects on current (local and international) best practice, and section 4 gives

an indication of how current practice in South Africa is perceived. Section 5 outlines a

‘pathway to progress’, by suggesting feasible and relevant goals for ICT in Education in South

Africa, as well as by indicating what initiatives, activities, and focus areas should start, stop,

and continue, in order to attain these objectives

2 THE ROLE OF TECHNOLOGY IN EDUCATION

2.1 What is the role of technology in teaching and learning?

Overview

Technology for the sake of technology is unlikely to have any lasting impact on education.

Various researchers advocate that technology needs to support an educational process in

order to have the desired effect and not to detract from, or have an adverse effect on,

educational outcomes. Reflection on the appropriate role of technology in teaching is

therefore necessary, since it is instrumental in defining a clear objective, and, as such, in

guiding both strategy at the macro level and tactics and implementation at the micro level.

Numerous models of teaching and learning exist, each describing different interpretations of

how learners familiarise themselves with, adopt, and utilise new knowledge and skills. In

essence, each of these describes a progression from familiarisation with new knowledge to

competence in the use and application thereof.

Other models that outline the role that technology should play in the process of learning are

listed below. These include Blooms taxonomy, as well as three technology-focused models,

(see Table 1).

Model Focus Elements or dimensions

Bloom’s

taxonomy

Classify educational objectives

Structure curricular activities

A progression from recalling facts to

producing new and original work

TPACK

framework

Emphasises key knowledge elements

required for teaching with technology

Technological, pedagogical, and

content knowledge, and overlaps

between these

NIMB

framework1

Describes the ways in which ICTs can

be used in teaching and learning,

based on integration of a number of

models

The effect of notions of learning, ICT in

Education, and models of learning

design on the progression of learning

as described by Bloom’s taxonomy

UNESCO

framework

Outlines the various dimensions of ICT

competencies that a teacher needs to

develop in order to teach with

technology

Describes a teacher’s development in

terms of the ability to improve

technology literacy, create knowledge,

and deepen knowledge

1 Notions of learning, ICT in Education, Model for learning design, and Bloom’s modified taxonomy framework


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Table 1 Models of integration of ICTs into teaching and learning

The key similarity in these models is that all describe a progression of teaching and learning.

See, for example, the progression described by Bloom’s taxonomy:

Figure 1 A progression of learning

The focus is then to identify and describe how ICTs are used in support of this progression of

learning.

Implication

The key message from these models is therefore that ICT is relevant within education as a

means of supporting a progression of learning, and is best employed in support of a value

creation process in teaching and learning. A random provision of access to ICTs within the

classroom will not necessarily make a difference, and the aim of ICT in support of teaching

and learning needs to be clearly defined.

For example, providing electronic access to learning material (e.g., through tablets that can

source data from a local server) is as good as providing a textbook. However, in the absence

of a teacher that takes learners through a process from remembering facts to using facts to

create new knowledge, such a technological intervention would mostly deliver limited results.

Effective integration of technology into teaching and learning therefore means the utilisation

of the appropriate technological tools at appropriate places in the learning progression to

enhance a process that creates value in the learner’s education, such as remembering,

understanding, applying, evaluating, and creating (or any other process of learning that is

relevant to the context).

Furthermore, this has implications for the way in which progress with the use of ICTs is

defined and measured. In each instance where technology is deployed, it is important that

the objective is specifically defined relative to the role of technology in the educational

process. For example, if a technology solution is aimed at providing access to teaching

material, the use of material should be considered an indicator of success. Where the solution

is aimed at enhancing the teacher’s ability to integrate technology into problem solving,

success can be determined by the extent to which technology is used in a lesson plan aimed

at problem solving. The roll-out of technology per se does not necessarily lead to improved

learner outcomes (Amory et al, 2015), and distracts from the focus of developing the systemic

capacity to teach with technology.

remember understand apply evaluate create


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2.2 What is the role of technology in education management?

Some perspectives

In addition to supporting the model of teaching and learning, ICT plays a role in support of the

operation of the education system. This role is mostly transactional, and is aimed at enabling

the education system to function effectively.

Examples of the application of ICT in this regard includes:

Collecting management information such as learner records, teacher records, test

results, etc.

Automating management activities, e.g. preparing financial statements, developing

school timetables, calculating and paying teachers’ salaries.

Reporting management information at various levels of the system i.e. the school

headmaster, the district, the provincial department and the national department.

Implication

In addition to supporting teaching and learning, ICTs play a role in augmenting the business of

delivering education (i.e., the transactions associated with enabling teaching and learning).

This role needs to be recognised and planned for separately and explicitly, and the

implications for goal setting and progress measurement need to be clear and not confused

with progress related to support for a model of teaching and learning.

3 BEST PRACTICE and CRITICAL SUCCESS FACTORS

3.1 Coordinating different levels of the system for success

The educational system functions at various levels, and drivers for the integration and uptake

of ICTs are seated across all these levels. In addition to the formal education system, role

players include external organisations, such as NGOs and solution providers, who are involved

through the execution of projects or programs parallel to, and in some case integrated with,

the education system.

This systems perspective is outlined in Figure 2 below, as developed for the ICT for Rural

Education Development (ICT4RED) strategic analysis of provincial ICT integration (Marais et

al, 2016). It provides a basis from which the system can be assessed from a macro, meso, and

micro perspective (i.e., the 3M approach as outlined by Amory, 2015), as well as a means of

recognising and defining best practice at the various levels.


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Figure 2 Systems view on role players in ICT for Education, and their areas of focus

This representation also provides the opportunity to reflect on whether activities are taking

place at appropriate places in the system, and whether the goals are aligned and constraints

are addressed. Also, it provides a framework against which to assess whether the varying

levels are introducing constraints at other levels, or whether the levels are supporting each

other by creating the appropriate enabling environment.

Based on two of the resource reports of this project (Amory, 2015 and Ostrowick, 2016), we

identified current best practice and critical success factors at the various levels of the system.

We consider best practice () for the purposes of this report as practices that have been


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identified as the most effective, based on extensive research and multiple studies. These were

identified from the literature (i.e., from studies that concluded how and where success was

best facilitated), as well as from local projects. Studies mostly included international cases

(Amory, 2015 and Ostrowick, 2016).

In addition, we consider critical success factors () as those aspects that practitioners have

identified as critical to the success of a specific ICT implementation. They were identified from

learning that has taken place across a number of projects, where participants learnt what

worked and what did not. While there has not been sufficient research to generalise these

success factors, it is nevertheless worth considering them in new implementations. These

were mostly identified from local studies (Ostrowick, 2016).

Both best practice and critical success factors were identified across the various levels of the

systems diagram, within their logical scope of influence.

The summary below integrates and extracts the key factors from these two sources (not

referenced separately). More detail is available in the two reports.

ICT integration: clear vision, strategy, and policy

ICT integration in schools is successful when teacher professional development (TPD), ICT competence, developmental educational beliefs, and ICT vision and policy are in place in a school, and is unsuccessful when these factors are absent.2

Strategy for teacher professional development

TPD should be seen as a continuum from initial/pre-service training to continuous in-service training, and should be conceptualised as ongoing.3

Strategy for ICT integration Provinces with integrated strategies, or that are working towards integrated strategies,

are the front-runners. Provinces that are more successful understand not to use a one-size-fits-all strategy, but

that are cognisant of variations in the ICT readiness of schools. Ownership of any ICT initiative by provincial leadership is critical for long-term success. Ongoing change management, across the organisational system, is critical for sustained

uptake of ICTs in education.

Objectives

2 From a study of 53 Flemish schools (Amory, 2015) 3 From HSRC policy dialogue workshop, 2014 (Amory, 2015)

MACRO LEVEL: provide leadership and facilitate integration

Department of Basic Education

Province


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The rollout of technology and associated resources in schools does not necessarily lead to improved teaching and learning outcomes.4

ICT has become an important aspect of teaching and learning in primary schools across the world, because of its potential to improve the quality of learning.5

Management and administration

Leadership and organisational culture are central to an effective ICT implementation plan, and management perceptions of ICT are a key determinant of the extent of adoption and integration into teaching and learning.6

Accountability

Projects that work best are those where there is clear accountability and frequent reporting of performance against targets.

Affordability

The total cost of ownership approaches needs to be taken into account when budgeting for ICT solutions; once–off costing of current requirements inhibits sustainability.

The hidden and long-term costs associated with donated technology need to be understood and budgeted for.

Defining the approach to ICT and pedagogy7

Technology is used in support of education, not as a primary tool by means of which to educate.

International practice predominantly uses ICT in support of participatory approaches as a means of learning.

ICTs are used to foster thinking skills; objectives range from remembering to knowledge creation; technology is used as a cognitive tool in this process.

The most commonly used international models are aligned with learning designs that support interactive and conversational approaches (i.e. teachers are central to learning, and students play an active role).

Drill-and-practice ICT tools support memorisation of information and development of skills.

ICT that is used to mediate learning fosters the higher order skills that are required for creativity.

Templates should be provided to help teachers organise the use and development of cognitive ICT tools.

Strategy for teacher professional development

The development of attitudes, skill, and knowledge (both technical and pedagogical) of pre- and in-service teachers is a prerequisite for successful use of technology in the classroom.

The use of technology literacy programs can support the development of technical skills. Scaffolded TPD opportunities should be provided to help teachers organise their use and

development of cognitive ICT tools. An appropriate technology integration framework should include technology skill

development and pedagogical use of technology.

4 Various authors (Amory, 2015:13) 5 Vanderline, Aesert & BRaak, 2015 (Quoted by Amory, 2015:25) 6 Various studies, quoted by Amory (2015:8) 7 The best practices listed here are derived from the NIMB framework developed by Amory (Amory, 2015:25)


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Successful TPD initiatives that improved the use of ICT in teaching included: sessions of online collaborative group work, 12-week collaborative enquiry-based learning practices, and time spent on professional development activities.8

Technology

Higher learning gains are not necessarily dependent on lower student-to-device ratios; the key is professional development.

The balance of focus needs to be on TPD, not on technology. Complete solutions need to be designed; do not deliver end-user devices only.

User-friendly, low-maintenance designs are important. Choices of technology need to be affordable and easy to access. Internet access is important in realising the full potential of ICT use in teaching and

learning. Optimise the use of existing telecommunications infrastructure before investing in new

infrastructure. Stable electricity supply is imperative. Almost zero-bandwidth solutions are needed in some rural areas.

Maintenance and technical support

Solutions for ongoing maintenance and user support are critical, especially in rural areas.

Content

Due to high bandwidth demand and high costs, video content and other bandwidth-intensive solutions are not necessarily appropriate to solutions in rural South Africa.

Negotiate zero-rating of educational content with mobile service providers.

Creating an enabling environment

A virtual community where teachers can share their successes provides good support. Ongoing capacity to support ICT initiatives in the district is critical. Ongoing support for teacher training initiatives is necessary. Community engagement is necessary.

Establish a vision and show leadership

School-related policies, such as an ICT plan, ICT support, and ICT training, have a significant effect on class use of ICT.

School leadership is the single most important factor determining whether ICT integration is successful.

8 Various authors, quoted by Amory (2015:27)

MESO LEVEL: create an enabling environment

MICRO LEVEL: create an enabling environment, learn and apply, design for the context

District

School management


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Ensure that it works

A well-funded, well-managed, and supported school ICT environment is the foundation needed to support teaching and learning with technology.

On-site support is critical, for user advice as well as for technical issues. Security is critical. Provide for time for repetitive training of teachers, to ensure continuity. Professional development

Teachers need to learn technology integration strategies and must learn to support their students.

Teachers also need to understand the role of ICT in Education policy, curriculum, and assessment, and organisation and administration.

Models that incentivise teachers (e.g., through ‘earn as you learn’) work well. Teachers need to learn in a safe environment. Collaboration

Sharing among teachers allows teachers to take ownership of technology and develop confidence.

Support from more knowledgeable colleagues and leaders is helpful.

Teachers and pedagogy

Successful practice based on participatory approaches supports outcomes that range from remembering facts to creating new knowledge with technology.

Understanding the alignment between classroom activities and standards is vital.

Sustainability, affordability, and transfer

Projects that work best are those where there is sufficient accountability and reporting. Project goals need to be clear. An exit strategy is critical for every project: lines of accountability, roles, reporting, and

transfer from the project stage to the ‘business as usual’ stage need to be clear. The intervention needs to be designed for sustainability, and the prerequisites for transfer need to be clear. In the ‘business as usual’ stage, a number of aspects need to be handled differently (including governance, reporting, and measurement.

Community engagement is necessary and limits crime. Low-cost solutions that can be sustained by the relevant department are critical.

Project focus

Solutions with a focus on teacher development, not technology, are successful. A holistic, modular, customised solution that is adaptable and has the potential to work

in various contexts is the most effective.

Teachers

Projects


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Management at the national and provincial (macro), district (meso), and school (micro)

levels is required to maximise the use of ICT in line with national and local policies.

3.2 Summary

Critical success factors and best practice are outlined here for different levels of the system.

Different role players need to coordinate and integrate actions to ensure the provincial- and

nation-wide success of the system. The key best practices and critical success factors can be

summarised as follows:

MA

CR

O

National and provincial

Provide leadership and facilitate integration

Leadership, vision, clear objectives, accountability, a strategy for ICT integration in support of pedagogy,

a strategy for integrated teacher development, policy to ensure technology and content choices that

are relevant to the context, enablement of other levels

MES

O

Province and district

Create an enabling environment

Capacity for support and enablement (teachers, technology, operations); community engagement;

facilitate communities of practice

MIC

RO

School management, teachers, projects

Create an enabling environment, learn and apply, integrate with the context

Create an enabling environment (systems, practices, scope for training); participate in appropriate

professional development; learn from each other; develop and integrate context-specific, transferrable

and affordable solutions; engage the community.

AC

RO

SS

All levels of the educational system

Ensure alignment

Ensure alignment from strategy through implementation. Align external stakeholders and ensure

integration with the system before transfer of projects or programs.

Also, recognise that different activities need to happen at different levels. Ensure that the right things

are happening at the right places, in line with where the skills, scope and decision–making authority

reside. For example, policies need to be developed and implemented to ensure that solutions are

cognisant of the local realities; this needs to happen at the provincial rather than the national level.

Furthermore, policies to ensure consistent standards need to be developed at national level, not

provincial level.

Table 3 Summary of best practices and critical success factors

INTEGRATION ACROSS LEVELS: ensure alignment


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4 WHERE ARE WE NOW?

4.1 Current South African strategy and policy

We summarise the current policy environment in the form of policy documents, and list concerns expressed

in recent dialogues (from Amory et al 2015), as well as from analysis of initiatives.

Policy environment Concerns

Deployment of ICT to every school in South

Africa, a full integration of ICT in the curricula

and an e-skilled educator workforce—in order to

improve the quality of education—defined

collectively by the following documents:

National Education Policy Act (27/1996) The

national policy framework for teacher education

and development

White paper 7 on e-education (1896/2004)

Transforming Learning and Teaching through

Information and Communication Technology

Action plan to 2019

Towards realisation of Schooling 2030.

National integrated ICT Policy green paper

Strategy for Information Technology in

Education (DBE, 2001)

Policy dialogue on ICT in Education (2014)

Some progress in school administration and provision

of teaching and learning

BUT impact compromised due to slow and

uncoordinated implementation

GDE study on e-maturity and e-readiness (2010)

Unreliable connectivity, lack of leadership and vision

of school administrators, lack of ICT skills of

educators, limited learner access to ICTs are the

major inhibitors to e-readiness

Phakisa has six focus areas for the integration of

ICT in Education:

management systems, curriculum content, TPD,

ICT infrastructure, and connectivity

Lack of a clear, context-sensitive definition of

objectives

Lack of an integrative strategy

Clear prioritisation within the constraints of

the budget

One-size-fits-all approach, that does not

recognise the diversity of South African

schools

Table 4 Summary of policy environment of ICT in Education, and key concerns

In addition to the policies that are specific to ICT in Education, the implementation of ICT in schools is also

influenced by the broader regulatory environment, including financial and administrative policies (e.g. the


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Public Finance Management Act); government ICT and infrastructure policies (e.g., Policy of Free and Open

Software Use for the South African Government; National Broadband policy); and other education-specific

policies (e.g., The Guidelines Relating to Planning for Public School Infrastructure [DBE, 2012] and the

Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011–2025

Technical Report [DBE & DHET, 2011]).

Specific to ICT in Education, general concerns are that (while the policy environment has been defined at a

high level), the implementation is slow and uncoordinated, and specific resources and capacity are

insufficient to ensure successful implementation.

Furthermore, the objectives with ICT in Education are defined in general terms, and do not translate into

practical pathways towards an achievable goal. In practice, a number of initiatives are unclear about what

they want to achieve (Ostrowick, 2016). In addition, many initiatives are still aimed at improving learner

marks, but are unable to define a pathway moving from the current reality to future success.

Policy and strategy are defined at a high level, and do not extend across all levels of the education system.

Furthermore, policy and strategy are not differentiated for context-specific solutions. Given this vacuum,

leading provinces proceed to develop their own approaches, independent of national initiatives. In addition,

the implementation of ICT for Education, in the absence of clear guidelines and integrative strategies, is

driven by solution provider objectives (Ostrowick, 2016, Marais et al, 2016). This results in fragmented

implementation and the uncoordinated rollout of technology. A practice of ‘perpetual piloting’ results,

leading to projects that cannot be supported in the long run.

4.2 Current practice

A framework for interpretation

Before describing current practice, we define dimensions within which it can be described. This in itself is a

useful exercise, in the sense that it clarifies the various focus areas of studies and role players. Furthermore,

it provides a focus for future intervention. Our analysis maps the focus areas of various role players, and

seeks similar categories in terms of which to examine and discuss current local practice. The following

approaches were mapped:

ICT in e-Education white paper: 6 strategic objectives

Phakisa focus areas

NIMB framework (Amory et al, 2015)

UNESCO ICT-CFT (model (UNESCO, 2011)

NECT study of e-initiatives in education (Ostrowick, 2016)

ICT4RED 12 components

Comments from a roundtable discussion with practitioners

See Appendix B for a map of the dimensions of ICT that each of these role players consider to be significant.

From this mapping we identified common dimensions that are addressed (either completely, or to some

extent) by each of the role players. These dimensions are listed below, with an indication of which role player

has a (at least partial) focus on the various categories.


14

DIMENSION OF ICT IN EDUCATION

e-Education white paper

strategic objectives

Phakisa focus areas

NIMB framework

UNESCO ICT-CFT

e-learning report

ICT4RED

12 components

Roundtable discussion

Vision, policy,

planning, and

implementation

Curriculum and

content

Assessment

Pedagogy

Change management

and leadership

ICT

Management and

administration

Professional

development

Sharing research and

innovative practices

Table 5 Summary of dimensions of ICT in Education, as defined by different initiatives

NOTES:

This analysis merely highlights the main focus areas or categories as defined by the various initiatives.

Some categories may be implied within others, which may account for issues that are seemingly omitted.

The NIMB framework already represents an integration of some of the other frameworks. All of these

were again included, to allow for new categorisations.

From this mapping, it is clear that Assessment does not emerge as a clear and separate focus area, except

in the UNESCO framework, where it is highlighted as an ICT skill that needs to form part of a teacher’s

capability. Debates around the use of ICT in assessment include whether or not this intrudes on the

teacher’s capacity to add value to the process. However, ICTs have a role in automating mundane tasks

associated with assessment (e.g., automated marking of multiple choice questions, as well as storing and

analysis of results, where appropriate), thus leaving the teacher with more time to add value to the

process of interpreting results and designing student-specific corrective interventions. Therefore, the

role of ICT in assessment (as for other functions), needs to be clearly defined and designed for.

Importantly, change management is only explicitly addressed as a key element in work that takes a

bottom-up approach, such as the e-learning report and the ICT4RED 12 component model. Elements that


15

are addressed include ICT readiness, and integration into pedagogy for both teachers and learners. We

categorise both stakeholder management and community engagement as elements of change

management. The latter is a focus area of the e-education white paper. Furthermore, an integrated view

of enabling change across all levels of the education system is not explicitly addressed by any of the

frameworks. Change management is a key element and enabler of systemic change, and addressing this

as a key focus area of ICT4E has the potential to unlock progress. It is therefore included in our

framework.

The dimensions addressed by our framework can be presented as follows:

Figure 3 Dimensions of ICT in Education

This representation reflects the dimensions of the NIMB framework, with the addition of a change

management and research dimension.

What is the local status?

We summarise the local status in terms of the elements of the above framework, based on the three sources

outlined in the introduction to this document. The various sources originated from various perspectives, and

the level of detail and focus of the summary vary accordingly (for more detail on selected elements, as

defined by the NECT e-initiatives report, see Appendix C).

0.00

1.00

2.00

3.00

4.00

5.00

6.00

VISION,POLICY,PLANNING,ANDIMPLEMENTATION

PROFESSIONALDEVELOPMENT

PEDAGOGY

CURRICULUMCONTENT

ASSESSMENTICTANDCONNECTIVITY

MANAGEMENTANDADMINISTRATION

CHANGEMANAGEMENT

SHARINGRESEARCHANDINNOVATIVEPRACTICES


16

Vision, policy, planning, and implementation

An overall integrated strategy vacuum leads to changes in the system that are directed by solution

providers

The policy environment with respect to ICT in Education has been described in section 4.1, and the following

conclusions were drawn, in terms of its current status:

Strategy and policy has been defined, but implementation is limited and progress is slow.

Objectives are defined at a high level, and are not context-specific.

The pathway from the current status to a common objective is not clear.

Gaps in policy and strategy result in an environment in which change is driven by solution providers.

Teacher professional development

A regulatory framework exists, but there is no evidence of the implementation of integration of ICT into

TPD. Various role players independently facilitate TPD in practice, without alignment to a framework.

Key findings (from Amory, 2015) are as follows:

A regulatory framework exists that allows for the integration of ICT in TPD, but evidence of progress with

implementation does not exist.

There is no national curriculum for TPD.

TPD is driven by individual educational institutions and solution providers.

There is a need to develop the capacity of districts to procure TPD services.

TPD should be seen as a continuum of initial/pre-service to continuing/in-service training, and

conceptualised as ongoing.

Pedagogy

Training and awareness is required to ensure that ICTs are integrated in support of pedagogy, in a phased

manner.

A clear goal must be established, and teachers and learners must be guided to use ICTs in support of

teaching and learning.

ICT in Education is often not approached from the perspective of being in support of a model of teaching and

learning. Therefore, the progress from the introduction of ICT to its impact in terms of capacity to teach and

learn with ICTs (and the eventual impact on learner performance) is not necessarily clearly understood and

managed. In addition, objectives for ITCs are often aimed at improving learner marks. This places the focus

on learner outcomes, and distracts from evaluating the capacity of the system to teach with ICTs, and to

integrate ICTs in support of teaching and learning.

In addition to this inadequacy in terms of the conceptual point of departure, the integration of ICTs into

teaching and learning encounters obstacles at classroom level (from Ostrowick, 2016):

The value of incorporating ICTs is not always clear to teachers, and is not well addressed by programmes.

Teachers have a slower uptake of ICTs than learners, and fear the change that is brought about.

Teachers have different levels of knowledge of ICTs.

Teachers lack confidence to use ICTs.


17

While there are expected educational benefits, there are also concerns when exposing learners to

technology in classrooms.

Curriculum content

There are vast amounts of content available, but the content is of varying quality and could benefit from

curation and organisation. Content needs to be in support of the curriculum, and not the other way around.

The current status in terms of curriculum and content can be summarised as follows (from Amory, 2015,

Ostrowick, 2016):

Considerable content has been provided by the DBE.

In general, large caches of (uncurated) content are available.

The quality of the content, and the extent of curation, is a concern (not the availability).

Content providers dictate the nature of content, which is not necessarily aligned with strategic

objectives.

Content is not always open source and sometimes requires licensing fees.

Content provision is not a constraint, but the ability of teachers to engage with content and utilise it in

support of teaching and learning is limited.

Assessment

The power of ICT appears to be under-utilised in assessment, and its role is undervalued. There has been

limited research on this topic.

Amory (2015) observes the following:

There is a dearth of information on ICT-supported assessment in South Africa.

A 2006 study of assessment practices in 400 schools concluded that there was limited application of ICT

for assessment, in spite of the fact that varied assessment practices, as well as widespread use of ICT,

were in place in the schools under study.

ICT (i.e., hardware and connectivity)

Access to ICTs is limited, and unequally concentrated across provinces and quintiles.

Technology solutions need to be cognisant of resource constraints (e.g., bandwidth, cost) and local

environments (e.g., lack of security).

Various studies and surveys culminated in the following definition of ICT infrastructure status (extent of

access as well as technical aspects are discussed; the latter summarised from local studies [Ostrowick, 2016]):

ASPECT STATUS

EXTE

NT

OF

AC

CES

S

Access to computers

for teaching and

learning

15% of schools (KPMG, 2009)

22.6% of schools have access to teaching and learning (Ostrowick, 2016)

80% of Gauteng schools have a computer laboratory (Saide, 2010)–1-lesson-per-

week learner access (Saide, 2010)

Relatively high learner-–o-computer ratio in Gauteng (Amory, 2012)

Quintile 5 schools better resourced in Gauteng (Amory, 2012)

Access is currently mostly limited to Quintile 3 and higher (e-education plan, 2014)


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Access to computers

for administration

50.8% of schools have access to computers for administration (Ostrowick, 2016) ST

AT

US

OF

TEC

HN

OLO

GY

(O

stro

wic

k, 2

01

6, e

xcep

t if

ind

icat

ed d

iffe

ren

tly)

Connectivity

Slow speeds and high costs contribute to slow uptake (DoE, 2004; Saide, 2010;

HSRC, 2014)

Hosting

Single online servers with limited usage

Scalability not generally considered

Upstream portals and

onsite caches

Broadband unstable, expensive

Most solutions not tested under large loads; most not scalable

Large content basis without interactive features and curation procedures

English only

Not designed for non-digital-native (content not easy to navigate)

Clarity about ownership and transfer of user-content required

Broadband Lack of connectivity in rural areas at broadband speed so as to enable the delivery

of high-quality content

Last-mile and LAN Costs of WLANs are high

Video requires high bandwidth

Access to inappropriate sites needs to be controlled

Limited range access points

Concurrent user limits

End-user devices Security & cost are concerns

Resistance to use by teachers

Distractions & social networking

Device loss & destruction

Support and

maintenance

Ongoing support costs are significant. This includes training, technology support,

and device replacement.

Complex and highly customised solutions are difficult and expensive to support.

New people enter the system so ongoing training is required.

A clear exit strategy is required that enables capacity building and transfer of the

project to the Department of Education.


19

Support structures need to be in place before equipment is delivered.

Table 6 Status of ICT infrastructure, collated from various sources

Partnerships are seen as useful in rolling out infrastructure, but are not adequately coordinated, and state-

owned enterprises adopt duplicating and conflicting roles (Amory, 2015).

Management and Administration

At the level of schools and provinces, the following findings from local studies define the current status

(Amory, 2015):

There is a lack of integration of ICT into the organisational culture of schools and districts.

School management teams make little use of ICT in execution of their responsibilities.

Teachers and principals are isolated from district e-learning units, leading to superficial knowledge of e-

education policy and incoherent actions.

While the South African School Administration and Management System (SA-SAMS) has improved the

capturing of data at school level, the functionality of the system is under-utilised: it is not web-enabled,

which means data collection is costly and inefficient; accuracy and completeness of data is poor; staff at

school and district levels have limited opportunities to access data on the system; and the reliability of

the data is questioned.

On-going technical and user support for SA-SAMS is lacking, resulting in schools choosing to use other

systems, even when these are charged for.

The Data Driven Districts project developed customised data collection processes, and lead to

sustainable data collection, better defined ownership of data, and improved data quality.

A number of change related aspects have been identified as crucial when introducing new innovations

(change management, project support, and professional development opportunities).

The following were identified with respect to the management of ICT projects (Ostrowick, 2016):

A focus on sustainability and ongoing support is required.

Return on investment needs to be justified (outputs should justify costs), and appropriate monitoring

and evaluation should be undertaken.

Change management

Change management is not seen as a key enabler across all levels of the education system. Where it is

considered, a classroom view is taken, with a focus on acceptance by teachers and acceptable use by

learners. A change management focus is required that permeates all levels of the hierarchy, is aligned to

a common goal and that adopts holistic change management practices, beyond training.

Key aspects are as follows:


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Change management is not a key element of the introduction of ICT into teaching and learning. Where

it is defined, it is interpreted as management of the adoption of ICTs into the classroom environment.

A view on integration of the capacity to accommodate ICTs throughout the system is not incorporated.

Different parts of the system do not coordinate to integrate new systems, and sufficient support is not

provided for new innovations (see Management and Administration)

Some projects provide for stakeholder management and community engagement. The latter is seen as a

means of facilitating security (Ostrowick, 2016). (see Pedagogy and Management and Administration

above for more detail)

Sharing research and innovative practices

There is significant room to define, undertake, and share good educational research that informs policy as

well as what happens in the classroom.

Key aspects are as follows (from roundtable discussion):

Research is required at university level that can inform policy and practice, and that is targeted at what

the system needs.

It should include innovative practice that happens inside a classroom

There is a general lack of awareness among teachers and learners of what is possible

A forum is required where the nature of good educational research (that goes beyond small

interventions) is shared; teachers should be enabled to do their own research.

Things should be shared and recognised as they are happening

What is the implication?

The current status provides significant room for coordination and streamlining, in order to improve the

integration of ICT into education. A subjective assessment of the status, against the various dimensions, was

obtained through a roundtable discussion as well as an online survey of the opinion of local practitioners.

The average ratings are summarised below. For each dimension, a key constraint is listed.


21

Figure 4 Summary of key constraints per dimension

From the above ratings, it is clear that all aspects (with the exception of ICT in assessment) are considered

approximately equally important to the success of ICT in Education. Further, the current status falls

significantly behind the ideal, with curriculum content and change management being key areas of concern.

ICT in assessment, although deemed less important, is also lagging significantly.

An interpretation of the discussion in this section, across the various dimensions, indicates that the

integration of ICT in Education can benefit from alignment at various levels:

Vision, policy, planning, and implementation

Provincial initiatives need to be aligned with national policy.

Objectives need to be clear and aligned within specific provincial contexts.

Policy needs to optimise initiatives by service providers, and align hardware and software installations with policy objectives.

Professional development

ICT in Education needs to be integrated into the teaching curriculum, and TPD needs to be acknowledged accordingly.

Pedagogy Strategies for the introduction of ICT need to be aligned with a clear model of support for ICT in teaching and learning.

Content The form and structure of content needs to align with using ICT in teaching and learning


22

Assessment The use of ICT in assessment needs to be included as an objective, and needs to be incorporated into teacher development.

ICT

(i.e., hardware and connectivity)

The introduction of hardware by solution providers needs to be aligned with provincial standards, policies, and budget. Connectivity needs to be seen as a scarce resource, and an integrative strategy and user commitment is required to optimise its use from a technology and content perspective.

Management and administration

New initiatives need to be supported adequately and consistently, to ensure uptake.

Change management Significant effort needs to be expended to align the entire system for change, and to accommodate ICT initiatives (across all levels, not only at direct interfaces of the user with the system).

Sharing research and innovative practices

Research that can influence policy and practice (at scale) needs to be actively pursued, and results should be shared and applied.

From the best practice described in section 3, as well as the status outlined here, a pathway is developed

towards continuous development of the capacity of the system to support education. This is discussed in

section 5 below.

5 PATHWAY TO PROGRESS

5.1 Where would we like to be?

What does achievable impact mean when ICT is used in support of education? According to UNESCO, the role

of ICT in Education is to support the present-day ‘knowledge society’ (UNESCO, 2011):

To build workforces which have ICT skills to handle information and are reflective, creative and adept at

problem-solving in order to generate knowledge

To enable citizens to be knowledgeable and resourceful so they are able to manage their own lives

effectively, and are able to lead full and satisfying lives

To encourage all citizens to participate fully in society and influence the decisions which affect their lives

and

To foster cross-cultural understanding and the peaceful resolution of conflict.

They define these social and economic goals as the focus of a country’s education system, and indicate that

teachers need to be equipped to fulfil these roles (UNESCO, 2011). The use of technology in teaching and

learning therefore has a role that is removed from improving learner marks, and that has a broader impact

in terms of preparing learners for participation in the knowledge economy.

This document outlines a landscape in which the change that is brought about by ICT in Education in South

Africa is:

Not clearly defined

Driven by solution providers, and

Not aligned with a detailed national and provincial strategy.


23

Furthermore, the pressure on ‘fixing the education system’ leads to a focus on pass rates and learner marks,

and ICT is often seen as the silver bullet that will fix the system.

Based on the analysis in this document, as well as the current baseline from which the system is working and

the need for a more holistic approach to ICT in Education, we define the following systemic objective:

A strategic focus on systemic capacity has implications throughout the education system. It affects strategy,

policy, design and implementation of interventions, as well as the way in which success is defined and

measured. It calls for a differentiated approach to ICT interventions in schools tailored to the readiness of

individual schools for the uptake of ICTs. Furthermore, it calls for alignment throughout the system, so that

interventions can be integrated into the business of teaching and learning. Solution providers and donors

need to be guided to design interventions that are aligned with the objectives of the system. Similarly, the

various parts of the education system need to be aligned in support of the integration of ICT initiatives.

Measurement of progress needs to be focused on measuring advances in systemic capacity before measuring

changes in learner outcomes.

The remainder of this section describes a pathway towards progress, by defining the principles underlying a

phased approach, identifying what needs to start, stop and continue at different levels of the system, and

elaborating on approaches to measurement.

5.2 ICT in support of teaching and learning: a phased approach

Schools work within an educational system where multiple role players at multiple levels have the capacity

to influence their access to, and use of, ICT. An approach to the integration of ICT in support of teaching and

learning therefore needs to consider the education system as a whole, and the role of ICTs within the system.

At the system level, integration and alignment is required across levels of the hierarchy. This means that

national strategy and policies need to be adopted and integrated into provincial strategies, which are

differentiated for the specific challenges and conditions within each province.

The school environment is diverse, and there is a continuum from those schools that have no access to ICTs

to those that have both the resources, and the capacity to use such resources. The intention is to meet each

school where it is on this spectrum, and to create an environment within which they can progress towards

the capacity to successfully integrate ICT teaching and learning. Furthermore, the intention is to show value

for the investment that is made in the education system. For each school, the value will be different, and this

needs to be recognised when progress is assessed. It needs to be possible for the school and province to

integrate, use, and maintain the solutions. When an investment is made in an environment that cannot adopt

or sustain it, scarce resources are wasted and the impact is diluted.

When designing a process to develop ICTs within the school environment, it is proposed that the following

principles are adopted, based on the best practice and critical success factors outlined earlier:

The capacity of the education system needs to be developed to integrate ICTs in support of education.


24

The readiness of different schools for the integration of ICTs into teaching and learning needs to be

understood.

Solutions need to be differentiated for schools with different needs and different levels of readiness.

Adopt a phased approach in order to move from the current baseline to a future reality. This means that

schools are met where they are, and competence is developed gradually and in line with progress.

Be clear about the vision for ICT integration in each school. Measure progress for each school differently,

and in line with its particular vision and goals.

5.3 What to stop, start, continue

In the context of bringing about systemic change, Amory (2015) quotes the 3M approach, which has been

developed for rural poverty and natural resource management. It considers a system at the macro (in this

case, national), meso (provincial and district) and micro (school) levels. Good practice for improvement of

the system then includes that (Amory, 2015):

Obstacles should first be removed at the micro (school) level;

Policies and institutional activities should be aligned at the meso and macro levels; and

Communities that are representative of all stakeholders should be built at all levels.

Given our analysis of the status, we consider the 3M approach when defining what should stop, start, and

continue at the various levels of the system to bring about progress and sustained change. We outline

activities for each of the dimensions of ICT in Education as outlined in section 4.

We inform the analysis with work done by Amory et al (2015), in which next steps at the various levels have

been outlined for the various pillars of ICT in Education. We incorporate work done by Ostrowick (2016) on

next steps for the various components of a value chain for the deployment of ICT initiatives. Further, we

consider work that was done by Marais et al (2016) to assess the provincial status of ICT in Education and to

make recommendations with respect to the development of provincial-level strategies. Finally, a roundtable

discussion with a number of experts further informed the analysis.

The intention of the tables outlined below is to define a pathway to progress, based on our current

understanding of the system. It informs activities ranging from strategic through tactical to operational. The

pathway and the activities outlined here would change as the system progresses.


25

5.3.1 Vision, policy, planning, and implementation

STOP Do not consider ICTs as a (rapid) means of improving learner outcomes. Do not design one-size-fits-all solutions. Do not allow solution providers to dictate the change in the system by promoting their

individual solutions. Do not implement ICTs from within departmental silo’s: cross-cutting strategies and project

teams are required.

START Define a clear and coherent vision and strategy for the use of ICTs in support of teaching and learning that emphasize the role of teachers and pedagogy (national, provincial, school).

Define clearly the ICT in Education aspects that should be addressed by policy. Define how policy should be used in practice (including the TPD policy); include a pedagogy

rather than ICT focus. Update the e-Education white paper. Define for solution providers and donors how they should align with the integrated provincial

strategy for the integration of ICT into education. Find ways to use ICTs to ease the administrative load associated with teaching. Understand school readiness, and implement solutions that are specific to a school’s

readiness to implement ICT in teaching and learning. Develop the skills of district officials to assist schools with the implementation of their ICT

policies and plans, and with integration of donor projects into the school environment. Measure progress at multiple levels of the education system, and define different progress

markers for schools at different levels of readiness.

CONTINUE Find innovative solutions and seek partnerships to fund and implement ICTs in support of teaching and learning.


26

5.3.2 Professional development

STOP Do not consider professional development with respect to ICTs as separate from overall TPD. Do not allow solution providers to implement TPD activities that are not guided by provincial

policies and that are not aligned with the national curriculum.

START Integrate competence with the use of ICTs in teaching and learning as part of the national TPD curriculum.

Shift TPD activities from training to teacher development. Shift the focus of TPD activities from being device-driven to matching the device to what

needs to happen in the classroom. Ensure that teachers demonstrate their learning before earning TPD points. For service

providers designing TPD programmes, provide guidelines that are aligned with a national curriculum and that are focused on provincial priorities.

Ensure that the curriculum is cognisant of best practice (e.g., based on the NIMB framework). Ensure that the curriculum is endorsed through the SA Council of Educators (SACE) CPTD

system, and allow for formal acknowledgement of participation. Ensure that the pre-service Minimum Requirements for Teacher Education Qualifications is

based on the same framework, and that it ensures that teachers are competent learning with technology practitioners.

Provide a curriculum for professional development for district officials and subject advisors. Develop an ICT platform to support in-service TPD. Facilitate informal teacher development activities by establishing communities of practice,

and establish mechanisms to support these (e.g., social media platforms). Design school management processes that allow for sufficient time to integrate ICTs into

teaching and learning. Require provincial and district officials to be competent in teaching with technology. Reflect

this requirement in key performance indicators. Recognise district officials, subject advisors, and teachers for participation in professional

development activities.

CONTINUE Encourage teachers to participate in ICT-related TPD activities by recognising participation and endorsing progress (e.g., through ‘earn as you learn’ programs)


27

5.3.3 Pedagogy and curriculum content

STOP Do not make content available for passive use; encourage teachers (through TPD) to

incorporate digital content actively into lesson plans.

START

Support development of content that is in support of the integration of ICTs into teaching and learning (see NIMB framework for principles).

Align content with the curriculum, but then also extend content beyond the curriculum, and allow scope for teachers to innovate.

Support development of content that is cognisant of resource constraints, and that is aligned with local conditions (such as bandwidth and connectivity limitations).

Support and encourage development of content that allows for the use of different languages. Support innovation in content development (e.g., use of gaming to engage people). Use different types of technology for different content areas. Focus on the curation of currently available content, rather than on development of excessive

amounts of static, non-interactive content. Focus on structuring of content, to enable teachers to manage the curriculum. Support district officials to become competent in assisting teachers to use and adapt available

material for their specific requirements, and within their local constraints. Facilitate sharing of learning between schools through, for example, online communities of

practice. Recognise and celebrate success.

CONTINUE Develop partnerships for innovative solutions to context-specific content development,

curation, adaptation, and use. Invest in content development, and increase investment.

5.3.4 Assessment

STOP Do not consider automated assessment tools as a ‘nice to have’ – consider their roles in

improving the efficiency of the teaching process.

START

Guide teachers in the appropriate use of ICTs in formative and summative assessment; assessment for learning and assessment of learning (through TPD).

Be clear about, and communicate, the benefits of the use of ICTs in assessments.

In the absence of a national system, explore partnerships with solution providers and donors for the implementation of school-based ICT assessment systems.

Investigate more innovative assessment systems.

Incorporate the implementation and use of reliable systems to support the use of ICT in formative and summative assessment as part of the management objectives of the school.

Support school management teams in their use of ICTs for assessment purposes.

Support district officials to fulfil the above role at the school level.

Assist teachers in integrating automated assessment strategies into their assessment plans.

CONTINUE

Find innovative ways to use ICTs to reduce the administrative burden of teaching, of which assessment is one.

Promote and support the role of the teacher in designing assessment exercises, analysing results, and developing learner development plans.


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5.3.5 ICT and Management & Administration

STOP Do not support the implementation of technology solutions in isolation, without appropriate support, teacher development, etc. (focus on holistic, integrated solutions).

Do not allow the implementation of solutions that do not have a clear exit strategy and sustainability plan.

Do not accept ICT donations without understanding the long-term implications.

Do not accept or support one-size-fits-all solutions.

START Repair and maintain ICT infrastructure at provincial and district offices.

Be specific about how technology should be selected. This should be done in accordance with specific principles of technology selection for ICT in Education initiatives. These could include an approach to connectivity; technology selection policies that are localised and fit with resource constraints; availability of support capacity, etc. See Ostrowick (2016) and Amory et al (2015) for specific recommendations, also summarised in Appendices C and D.

Be clear about the acceptable nature and design of (donor) solutions, to ensure that they are suited to the specific local conditions and constraints, and are in the long run affordable, can be integrated into the education system, and can be supported over time.

Be clear about the reasons for technology guidelines, relative to the objectives with ICT integration in Education in the province. For example, a motivation for a LAN needs to be linked to the use of networked content in lesson plans, etc.

Develop a clear understanding of the diversity of schools in the province, with respect to their readiness for the implementation of ICTs.

Develop solutions that are school-specific and that match readiness.

Recognise the global trend towards mobile technology, and develop solutions accordingly

Develop the ICT support capacities of the province, to be able to support all schools (e.g., technology support, maintenance, etc.)

Develop the capacity of the district to support the school with ICT integration plans.

Support school management in their understanding of their own ICT readiness and the development of a school-specific ICT integration plan (include ICTs in administration).

For each school, develop an implementation plan, based on readiness and local constraints.

Seek opportunities to use ICTs to improve school administration, and include these in the implementation plan.

Dictate to donors what ‘gifts’ are acceptable, within the context of the school’s technology plan.

Interact with the community with respect to the implementation of new initiatives.

Seek partnerships for the strengthening of the ICT infrastructure and school-based ICT capacity of the province.

CONTINUE Find innovative ways of developing the local capacity for technology support in schools that are difficult to reach, e.g. by allowing learners to participate in support activities.

Link schools with shared resources in the district, and enable the use thereof to support their ICT capacity (e.g. shared resource centres, etc.)


29

5.3.6 Change management

STOP Do not see change management as something that is only associated with the school-level implementation of ICTs – consider the change that is required across all hierarchies of the educational system.

Do not allow the implementation of ICT initiatives that are not accompanied by a holistic change management plan.

Do not see change management as a course: it is a process that needs to be implemented at all levels of the organisation.

Do not use hierarchical positions to enforce change; this leads to passive resistance and, ultimately, failure.

START Prioritise change management as a critical success factor for ICT implementations.

Promote change management as a holistic activity that includes structures, systems, processes, and human capacity development.

Provincial change management plans should address change management in terms of a number of dimensions, including changes that are required in the organisation of the province; leadership development at provincial, district, and school level; communication; readiness assessment; training with respect to management of change; mentorship, adoption and response to feedback, etc.

Change management should cut across organisational structures, since cooperation between different levels and departments is often key to success.

Develop the district capacity to facilitate and enable change (take an organisational, process, and people view).

Guide schools in the adoption of change management plans.

CONTINUE Develop capacity for change management within the system, but expand this across all levels (i.e., beyond learner and teacher level).

5.3.7 Sharing research and innovative practices

STOP Do not conduct research that is not applicable to what the system needs, and that cannot affect systemic change and improvement.

START Conduct research that can inform policy and practice in an integrated manner.

Include research about what is happening in the classroom.

Create awareness of research, research outputs, and ways in which it can be applied in practice.

Define ‘good’ education research, and create awareness.

Enable teachers to conduct their own research, by including in TPD training that develops their classroom research skills.

Create educational spaces where teachers can talk about what they do, what works and what does not work.

Share research as it is happening.

Share and disseminate positive news.

CONTINUE Conduct research that focuses on systemic improvements.


30

5.4 How to measure progress?

The research is clear on the fact that measurement of learner outcomes as a means of assessing the

impact of ICTs on teaching and learning is not appropriate, and could even be detrimental. Given the

overall goal of developing the systemic capacity to adopt ICTs, we propose a measurement approach

at multiple levels that reflects progress against multiple objectives, all of which define a systemic

growth path.

In essence, we want to be able to reflect on the status of ICT in Education. We suggest that this implies

a measurement framework that is based on the following principles:

Measure progress along a path towards impact, rather than impact alone.

Measure progress for different provinces, districts, and schools differently.

Measure access to ICTs in teaching and learning that are appropriate for a specific environment.

Measure use of ICTs relative to their support for teaching and learning (i.e., how ICTs are used in

the classroom, rather than whether they are used).

Measure teachers’ capacity to teach with ICTs before measuring learner outcomes.

Measure the system’s capacity to sustain the use of ICTs in schools (i.e., access to ongoing funding,

technical support capacity, etc.).

At a provincial level, include measures of progress against objectives other than improved learner

marks (e.g., retention of learners in rural schools, etc.).

Heeks (2014) proposes a useful (and now often-cited) value chain for the adoption of ICT for

development. It is based on an outcomes chain, and outlines a progression from precursors through

to development impacts, while highlighting enablers and constraints along the process:

Figure 5 The ICT4D value chain (redrawn from Heeks, 2014)

In the context of measuring ICT in Education in South Africa, the relevance of the value chain is in

highlighting various aspects that could be considered when reflecting on progress. The progression

from inputs to development impacts provides elements of a pathway towards impact. With this in

PRECURSORS

• Datasystems• Legal• Ins tu onal• Human• Technological• Leadership

andvision• Drivers/

demand

INPUTS

• Money• Labour• Technology• Valuesand

mo va ons• Poli cal

support• Goalsand

objec ves

INTERME-DIARIES/

DELIVERABLE

• Loca ons(e.g.,telecentres)

• ICTs(e.g.,PC,mobile)

• So wareapplica ons

OUTPUTS

• Newcommunica onpa erns

• Newinforma onanddecisions

• Newac onsandtransac ons

OUTCOMES

• Financialandotherquan ta vebenefits

• Qualita vebenefits

• Disbenefits

DEVELOP-MENTIMPACTS

• Publicgoals(e.g.,millenniumdevelopment

goals)

strategy Implemen-ta on

Adop on&use

Sustainable

Scalable

ENABLERS

CONSTRAINTS

READINESS AVAILABILITY UPTAKE IMPACT


31

mind, and given our objective of enhancing systemic capacity, the following measurement framework

is proposed:9

9 Numerous measurement frameworks could be developed. This proposed framework is intended as a baseline from which

to report on the status of ICT in Education in South Africa, as well as to inform decision-making at various levels. It is open for debate and discussion.

Where? What to measure? Why?

NATIONAL Extent of access

Who (which provinces, quintiles, districts) have

access to what (connectivity, devices, teacher

development, content, etc.)

Who is providing access?

Budget allocation and shared

(national) resource development

decisions

Policies to align resource provision

with objectives, ensure quality

Extent of use

How well are resources used, or which are

under-utilised? (infrastructure, training, etc.)

Development of shared support

programs (technology, training,

etc.)

Resource allocation decisions

What are we getting right?

Who is doing what well?

Defining and sharing best practice,

across provinces

PROVINCE Extent of access

As above, within province

What is happening in the province, that is not

within the provincial education department

(PED) development plan?

Provincial resource development

decisions

Integration of solution providers

within provincial plans

Extent of use

What are resources used for?

(e.g., how are teachers using technology?)

Support programs to ensure

appropriate use

Development of an enabling

environment (technology support,

training, security)

Remove disablers

Capacity to integrate

Capacity of teachers to teach with technology

Capacity of learners to learn with technology

Capacity of district officials to support teaching with

technology

Capacity of province to provide technical support

Ensure that enablers are in place to

ensure functional ICT access and

ICT competence of teachers and

learners

Progress against multiple goals, for example:

School migration patterns

Ensure that a holistic set of

objectives is reached


32

6 CONCLUSION AND SUMMARY This report integrates learning from three sources to highlight the role of ICT in Education: best practice and

critical success factors; the current status; and pathways to progress. A systems view was taken, and

recommendations were made at different levels.

The message that emerges from the three sources is clear:

Role of technology, best practice, and critical success factors

ICT is relevant within education as a means of supporting a process of teaching and learning, and is best

employed in support of a value creation process. It is not a focus in itself.

DISTRICT What are we getting right? Who is doing what well?

Share good practice across districts

Develop enabling environment (communities of practice, etc.)

SCHOOL Extent of use

What are obstacles to use?

What are enablers of use?

Ensure an enabling environment

Impact

What is changing?

What is perceived as success?

Understand impact

Support success

PROJECT Alignment

In how many projects are planning and

implementation aligned with provincial policies?

Are exit strategies in place?

How many projects are successful?

What are critical success factors?

Ensure alignment

Ensure integration and

sustainability

Learn from successes


33

International best practice is to use technology as an enabler of the education process. Pedagogy and

the role of the teacher are central.

Critical success factors include that solutions must be tailored to the readiness of schools to adopt

technology (no one-size-fits-all), and must be designed with cognisance of resource constraints and a

plan for successful handover. Solutions must be designed to address multiple aspects. Technology drops

are guaranteed to fail.

Key challenges

While strategy and policy exists, implementation is slow and capacity is limited. Objectives are not clear,

and an integrated strategy across the system is lacking.

Access to technology is limited and unequal across provinces and quintiles. In the absence of clear,

integrative provincial strategies, progress is fragmented and driven by solution providers.

Significant room for improvement exists in seven different dimensions of the education system. System-

wide change management needs to be prioritised, and ICT-enabled assessment needs consideration.

Pathways to progress

For long-term sustainability, the capacity of the education system to integrate ICTs in support of

education needs to be developed. The focus should shift from learner performance to capacity

development.

A phased approach, with appropriate interim targets, needs to be taken.

Progress should be measured against multiple criteria, and the focus should be on measuring the capacity

of the system to integrate technology, and the capacity of teachers to incorporate technology into the

process of teaching and learning.

The following initiatives are key to making progress:

o Ensure strategic alignment for ICT integration at all levels of the education system;

o Increase the focus on pedagogy in ICT initiatives;

o Develop the skills, confidence and desire of teachers to integrate ICTs into teaching and

learning; and

o Focus on sustainable interventions: move from pilots to integrated solutions.

This report serves as a basis for discussion on appropriate direction within the education system. It provides

guidelines at multiple levels, to inform strategic, tactical, and operational decision-making. Critical next steps

are a clear statement (or re-statement) of the national objective in terms of systemic capacity development,

and the development of integrated provincial strategies.


34

REFERENCES

Amory, A. 2016. Personal communication, May 2016.

Amory, A., Rahiman, F., and Mhlanga, E. 2015. Rapid research on the use of ICT in Education. South African

Institute for Distance Education, RFP-15/1116. August 2015.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., and Krathwohl, D. R. (1956). Taxonomy of educational

objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay

Company.

Heeks, R. (2014). ICT4D 2016: New Priorities for ICT4D Policy, Practice and WSIS in a Post-2015 World.

Manchester Centre for Development Informatics Working Paper 59.

http://www.seed.manchester.ac.uk/medialibrary/IDPM/working_papers/di/di_wp59.pdf ISBN: 978-1-

905469-87-1.

Marais, M.A., Meyer, I.A., Dlamini, S., Ford, M., and Roux, J.P. 2016. Guidelines for a provincial strategy for

the integration of teaching, learning, and ICT. Pretoria: CSIR Meraka Institute project report.

Ostrowick, J. 2016. A study of existing e-Education initiatives. NECT internal report, vsn. 17, February 2016.

UNESCO, 2011. UNESCO ICT competency framework for teachers. Paris: UNESCO.

http://www.seed.manchester.ac.uk/medialibrary/IDPM/working_papers/di/di_wp59.pdf


35

APPENDIX A : MODELS OF TECHNOLOGY IN EDUCATION A significant body of literature emphasises that ICTs need to be used in support of teaching and learning. The

models outlined below reflect different perspectives on this support role of ICTs. A brief overview is given of

the intent of each model. Common to most of the models is their reflection of education as a progression

through which learners develop increasingly advanced skills.

Bloom’s taxonomy

A full version of this model, which was aimed at classifying educational objectives, was first published in 1956

(Bloom et al, 1956). This commonly used model is applied to structure curricular activities.

Image source:

https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Bloomtaxonomy-e1445435495371.jpg

Figure A.1 Bloom’s taxonomy

Similar to most other models, it defines a progression from assimilation of information, to using information

to create new knowledge. Recent variations have included ‘flipping’ this model, to a version in which creating,

evaluating, and analysing forms the basis of learning, from which the other levels are derived (Ostrowick,

2016).

The TPACK framework

This framework emphasizes the key knowledge elements that are required for effective integration of

technology into teaching, as is highlighted below.

https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Bloomtaxonomy-e1445435495371.jpg


36

Image source: http://www.edtechcoaching.org/wp-content/uploads/2013/11/tpack.jpg

Figure A.2 The TPACK framework

While some researchers have pointed to its complexity and the extent of knowledge that is required for its

effective use, others have outlined that it has assisted teachers to align theoretical and practical ideas, and

has guided the integration of technology into teaching and learning (Amory, 2015).

From a practical perspective, it reinforces the view that a number of issues need to be considered when

introducing technology into teaching and learning, and that these issues relate to the integration with

pedagogy, rather than to a focus on technology.

NIMB framework

Amory et al (2015) defined a conceptual framework against which to evaluate the use of ICT in Education.

This framework integrated different models (amongst others, Bloom’s taxonomy), to define a model that can

be used to describe the ways in which ICTs are used in teaching and learning.

The dependent variable is represented by the following modified version of Bloom’s taxonomy.

Figure A.3 NIMB framework (dependent variable)

The independent variables include notions of learning, ICT in Education, and model for learning design, and

are structured into the following progressions:

remember understand apply evaluate create

http://www.edtechcoaching.org/wp-content/uploads/2013/11/tpack.jpg


37

Independent variable Progression

Notions of learning Acquisition participation contribution

ICT in Education Instructive cognitive mediative

Models for learning

design

Reproductive interactive conversational transformative

Table A.1 NIMB framework (independent variables)

In the above table, the variables are explained as follows:

Notions of learning (the way in which people learn):

Acquisition: obtaining knowledge through information processing in an individual mind

Participation: learning takes place between the individual and others in a community of practice

Contribution: contributing to collaborative practices of humanity for individual and community

transformation

ICT in Education (how ICT is used in learning)

Instructive approaches: teachers integrate technology in a passive and teacher-centred manner (teaching

from technology);

Cognitive approaches: the use of technology as a ‘mind tool’ (e.g., use of technology to represent

authentic contexts and activities in learning—learning with technology)

Mediative approaches: the use of technology to mediate the construction of knowledge (e.g., use of tools

to solve problems)

Models for learning design

Reproductive: learn and reproduce information

Interactive: learn by interacting with subject content

Conversational: interactions between practice and theory; includes acquisition, inquiry, discussion,

practice, collaboration and reproduction

Transformative: Use of authentic tasks in teaching and learning, with designs that have real-world

relevance, are ill-defined and complex, provide opportunities to examine ideas from different

perspectives, are integrated across subject areas, etc. (e.g., adventure games)

In this context, the NIMB model then analysed and contextualised literature about current international

applications of ICT in teaching and learning relative to these variables. The following conclusions were made

with respect to the international use of ICT in teaching and learning (see shading in the table above):

A participatory approach is predominantly used as notion of learning,

Technology is predominantly used as cognitive tool in education, and

ICT is predominantly used to support interactive and conversational approaches to learning design.


38

UNESCO framework

This framework outlines the various dimensions of ICT competencies that a teacher needs to develop in order

to teach with technology (also referred to as the aspects of a teacher’s work related to ICT). In line with the

other models, it outlines a progression, in this case representing three successive stages of a teacher’s

development:

Figure A.4 UNESCO framework: teacher development

The model sees ICT in Education as a means of enabling social and economic development, and therefore

includes a policy component as a dimension that needs to be understood and integrated. The model

comprises the following:

Figure A.5 UNESCO framework (UNESCO, 2011)

technology literacy

knowledge creation

knowledge deepening


39

APPENDIX B: DIMENSIONS OF ICT IN EDUCATION

Integrated framework

ICT e-Education white paper: 6 Strategic Objectives

Phakisa focus areas Saide: NIMB framework (Amory et al, 2015)

UNESCO (ICT-CFT)

e-learning report (Ostrowick, 2016)

ICT4RED 12 components

Vision, policy,

planning

Research &

Development

Understanding ICT in

Education

Research & Policy

Curriculum and

content

Electronic content

resource

development and

distribution

Curriculum content Curriculum Content Curriculum Content Content

Assessment and assessment

Pedagogy Pedagogy

Change

management and

leadership

Community

Engagement

Change

management:

Training and

integration into

pedagogy for

teachers

Integration into

learning for learners

ICT readiness

Change leadership

and management

Stakeholder

engagement

Community

engagement


40

Community

ownership and

engagement

ICT

(i.e., hardware and

connectivity)

Access to ICT

Infrastructure

Connectivity

ICT infrastructure

Connectivity

ICT infrastructure &

connectivity

ICT Hosting

Upstream portals

and onsite caches

Broadband delivery

Last-mile

connectivity and LAN

End-user devices or

access

Ongoing support and

maintenance

School ICT

infrastructure,

Network,

Operations

management

Management and

administration

Management

systems

Management of

systems

Organisation and

Administration

Monitoring and

evaluation

Project management

Communication

Monitoring and

Evaluation

Professional

development

ICT for professional

development,

management,

teaching and

learning

Teacher professional

development


development


learning


development

Table B.1 Mapping of focus areas of various studies onto a single framework


41

APPENDIX C : SUMMARY OF SOME FINDINGS OF THE E-LEARNING REPORT The NECT e-learning report summarised its recommendations according to a value chain, comprising 14

different elements. These are listed below. Following that is a summary of some of the concerns and

recommendations related to the ICT dimensions as described in section 4.

C.1 Summary of findings

Element 1: Content Open formats, Creative Commons, DRM-free, multi-lingual, CAPS-aligned.

Element 2: Hosting The hosted solution should employ load-balancing and should be scalable.

Element 3: Caches Centralised curated content to be sent downstream to appliance-like

servers.

Element 4: Broadband We should supply broadband at least to the caches at schools (Element 3)

as well as, at least, to principals and teachers. 3G is easiest to deploy.

Element 5: Last-mile and

LAN

Provide Wi-Fi on-site.

Element 6: End-user Devices Bring your own device (BYOD at home, maybe tablets for learners, teacher

tablets.

Element 7: ICT readiness The following elements should be seen as ‘entry criteria’ into the

programme: Secure buildings, electrical supply, availability of 3G, proximity

to a road, school principal leadership, district and PED support structures

present, and school staff willingness.

Element 8: Change

management:

Teachers

Phased gradual introduction of components is better, starting with change

management. Training teachers so that they meaningfully feel that the ICTs

are valuable and useful and hence voluntarily continue to use them. Social

and health support

Element 9: Change

management:

Learners

Learners do not always know how to use ICTs to learn (OECD). Provide a

course covering: sourcing of online content, referencing, plagiarism, fact-

checking, intelligent browsing, critical thinking, and how to produce

documents.

Element 10: M&E ROI is the issue — outputs should justify the cost of the initiative. Monitor

usage, monitor uptake, monitor learner outcomes, and sustained

engagement

Element 11: Support and

Maintenance

Offset costs against other budget items. Sustainability. Ongoing costs

include: training, equipment replacement/upgrade, bandwidth, and

support (School Champions). Simple solutions are more scalable and

sustainable. Engage stakeholders


42

Element 12: Community Buy-in and support, SMME up-skilling, creating opportunities

Element 13: Project

Management

Necessary for sustainability and ongoing support.

Element 14: Stakeholder

Engagement

Identified stakeholder list is available.

C.2 Concerns and recommendations, as per ICT dimensions

Vision, policy, planning

An overall policy vacuum leads to change and performance that is directed by solution providers.

Element Concerns Recommendations

Theory of change Solution providers drive installation of

hardware, in the absence of a clear

theory of change.

Develop measurable indicators at six

levels of an outcomes chain (problem

identification, inputs, intermediate and

final outcomes, change).

Curriculum and content

Content can benefit from curation and organisation. ICT needs to be in support of curriculum, not the other

way around.


Content:

Open formats,

Creative

Commons, DRM-

free, multi-

lingual, CAPS-

aligned

Large caches with unstructured

content

Outdated, not mobile-aware

Over-focus on PDFs

Large size of multimedia items

(videos) inhibit use

Easy to use, share, customise

Open formats

DRM free

Multi-lingual

Good quality

Local content

CAPS aligned

Pedagogy

Training is required to ensure that ICTs are integrated into pedagogy, in a phased manner. Teachers and

learners must be guided to use ICTs in support of teaching and learning.


43

Change management:

Teachers

Phased gradual introduction of components is better, starting with change management. Training teachers

so that they meaningfully feel that the ICTs are valuable and useful and hence voluntarily continue to use

them. Social and health support.

Learners

Learners do not always know how to use ICTs to learn (OECD). Provide a course covering: sourcing of online

content, referencing, plagiarism, fact-checking, intelligent browsing, critical thinking, and how to produce

documents.


Change

management:

training and

integration into

pedagogy for

teachers

The value of incorporating ICTs is not

always clear to teachers, and is not

well addressed by programmes

Teachers have a slower uptake of

ICTs than learners, and fear the

change that is brought about

Teachers have different levels of

knowledge of ICTs

Teachers lack confidence to use ICTs

Teachers should be shown why ICTs

are valuable

First teach use of ICTs in a safe space,

preferably face-to-face

Incentivise training

Subject-specific pedagogy should

follow

Teachers should be taught on

integrating ICTs into pedagogy in

pre-service training

Training should recognise teacher’s

time restrictions

Teachers’ skill level should be

assessed before training is

introduced

A national research initiative into

best-practices around ICT in

Education should be established

Change

management:

Integration into

learning for

learners

There are expected educational

benefits as well as concerns when

exposing learners to technology in

classrooms

Use a phased approach to integrate

ICTs into learning

Applications should be selected in

support of learning

Change readiness, management and leadership

Schools need to be assessed for readiness—there is no ‘one-size-fits-all’. Change management needs to

take a systems perspective, including integration into all levels of the educational organisation.


44

ICT readiness

The following elements should be seen as ‘entry criteria’ into the programme: Secure buildings, electrical

supply, availability of 3G, proximity to a road, school principal leadership, district and PED support

structures present, and school staff willingness.


Change

management: ICT

Readiness

Schools with poor infrastructure do

not see ICTs as a priority

School’s priorities are not ICT related

A limited percentage of schools have

already-existing ICTs – which is an

indicator of (poor) ICT readiness

ICTs are resisted, because there is not

clarity at school level of the

expected use and impact thereof

A variety of aspects hinder readiness

and deployment of ICTs, ranging

from leadership to infrastructure

(electricity, broadband, procedures,

etc.)

Assess ICT readiness before

implementation – there is no one-

size-fits-all

Have schools tender to participate in

ICT programmes, to ensure

commitment

People readiness Change management needs and

requirements should be understood

Install ICTs where the following are in

place:

Leadership and willingness

District and PED support structures

Willing staff

Asset management and tracking

Security, electricity, access roads

Process readiness Processes are affected by ICT

introduction, and need to be

identified and managed

Technology

readiness

Power supply and security critical to

deployment

Community Community involvement is essential

for security

Community social challenges could be

partly addressed though ICT-

enabled solutions

Teacher depression and demotivation

is part of the community problem

Buy-in and support

SMME up-skilling, creating

opportunities

Community support tools could be

included in the ICT solution

Communities should be allowed to

access the online learning

resources

Stakeholder

engagement

Integration into

pedagogy for

teachers and

learners

See ‘pedagogy’


45

ICT

Technology solutions need to be designed with awareness of cost constraints, limited connectivity,

intermittent electricity supply, security considerations and challenging support environments.

Hosting

The hosted solution should employ load-balancing and should be scalable.

Caches

Centralised curated content to be sent downstream to appliance-like servers.

Broadband.

We should supply broadband at least to the caches at schools (Element 3) as well as, at least, to principals

and teachers. 3G is easiest to deploy.

Last-mile and LAN

Provide Wi-Fi on-site.

End-user Devices

BYOD at home, maybe tablets for learners, teacher tablets.

Support and Maintenance

Offset costs against other budget items. Sustainability. Ongoing costs include: training, equipment

replacement/upgrade, bandwidth, and support (School Champions). Simple solutions are more scalable and

sustainable. Engage stakeholders.


Hosting Single online servers with limited usage

Scalability not generally considered

Load-balancing

Scalability

Virtual machines

Upstream portals

and onsite caches

Broadband unstable, expensive

Most solutions not tested under large

loads; most not scalable

Large content basis without interactive

features and curation procedures

English only

Not designed for non-digital-native

Clarity about ownership and transfer of

user-content required

Browser incompatibility

Centralised curated content to be

sent downstream to appliance-

like servers

Desirable features:

CAPS requirements fulfilled

Provide virtual learning

environment

Include people-management and

communication tools, M&E

Calendar and scheduling systems

User-friendly interface

(see report for more detail)

4.Broadband Lack of connectivity in rural areas at

broadband speed so as to enable the

delivery of high-quality content.

Supply broadband at least to caches

at schools

At least to teachers and principals

3G easiest to deploy


46

Last-mile and

LAN

Costs of WLANs are high

Video requires high bandwidth

Access to inappropriate sites need to be

controlled

Limited range access points

Concurrent user limits.

Provide Wi-Fi on site, linked to LAN

WLAN should be able to support

large files

Minimise video size

Use caching and proxying

Distribute smaller, affordable AP’s

End-user devices Security

Cost

Resistance to use by teachers

Distractions & social networking

Device loss & destruction

Traditional computer labs no longer

relevant

Tablet solutions (with charging stations)

for primary schools

Aim for 1:1 solutions

Negotiate affordable sourcing

Allow BYOD at high schools

Teacher tablets, earn-to-learn model

Maybe learner tablets

Support and

maintenance

Ongoing support costs are significant.

This includes training, technology

support, and device replacement.

Complex and highly customised

solutions are difficult and expensive

to support.

New people enter the system; ongoing

training is required.

A clear exit strategy is required.

Support structures need to be in place

before equipment is delivered.

Financial and technical support,

district and provincial support

and ongoing training and usage

are critical.

Design simple, easy-to-support

solutions that require minimum

intervention and training.

Plan and budget for initial as well as

ongoing elements (maintenance,

training, technical support,

equipment rollover).

The PED requires a dedicated

department to provide ongoing

capacity and skills in support of e-

learning.

Management and systems

Project Management

Necessary for sustainability and ongoing support.

M&E

Return on investment is the issue: outputs should justify the cost of the initiative. Monitor usage, monitor

uptake, monitor learner outcomes, and sustained engagement.

Teacher professional development

Teacher development needs to comprise pre-service and in-service training. Training needs to focus on the

use of ICTs in support of teaching and learning, and needs to be negotiated with the Department of Higher

Education and Training.


47

Change management:

Teachers

Phased gradual introduction of components is better, starting with change management. Training teachers

so that they meaningfully feel that the ICTs are valuable and useful and hence voluntarily continue to use

them. Social and health support. (For details, see Pedagogy)


48

APPENDIX D: PRINCIPLES FOR DESIGN NATIONAL ICT INFRASTRUCTURE The following principles are outlined by Amory et al (2015:32-33) n terms of the design of a national system:

Every school needs at least a single connection to the educational wide area network.

Different school contexts necessitate different models of connectivity to the education wide area

network.

All teachers and learners should make use of technology in order to be ICT literate and to use technology

as a cognitive tool to support learning.

Security of the system must be considered from a number of perspectives. Some ‘clients’ require read

and write privileges, while others only require read privileges.

The design, implementation, and management of the education wide area network should make use of

the most recent architecture to support future development but should be built according to

internationally agreed standards.

Interfaces used by meso- and micro-levels should not require additional licencing, specific software or

hardware.

Bi-directional flow of data to support national objectives and local initiatives and management should be

part of the specification.

Use should be made of a change management system to implement the local and national management

systems.

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